Instructor Self Assessment

Project staff who contributed to this material include:  Mary Pat Gilbert, Winnie Dunn, Sean Lancaster 
and Daryl Mellard

Contact Information:
University of Kansas, CRL
Division of Adult Studies
1122 W. Campus Dr., JR Pearson Hall Rm. 517
Lawrence, KS  66045
785.864.4780
This document was supported in whole or in part 
  by the US Department of Education, Office of Special Education Programs, (Cooperative 
  Agreement No. H324M980109). However, the opinions expressed herin do not necessarily 
  reflect the policy or position of the US Department of Education, Office of 
  Special Education Programs, and no official endorsement by the Department should 
  be inferred. Note: There are no copyright restrictions on this document, however 
  please credit the source and support of federal funds when copying all or part 
  of this material. This report is also available on the web for printing at: 
  http://das.kucrl.org/iam.html


Purpose:  
The purpose of completing the Instructor Assessment of Instructional Preferences is to determine which methods you
use most frequently when teaching.  In turn, this information can be used by support service professionals, counselors, students, 
and yourself to describe for students the courses' learning environment.  Some instructors might also find this assessment helpful
for reflecting on their instructional preferences and their suitability to the classroom, the students' characteristics and the content.
For example, instructors who move around a classroom quite a bit are sometimes surprises to learn from students who are hard of
hearing and rely on lip reading how this movement adds an unintentional burden to the student.

Directions: In reflecting on your overall plan for teaching the course this term, please indicate the extent to which you used the various methods listed on the assessment. Think of the entire class experience - classroom time, evaluations, and homework, and select the one category that best states the frequency with which you employ the teaching method. 

This document was supported in whole or in part by the U. S. Department of Education, 
Office of Special Education Programs, (Cooperative Agreement No. H324M980109). However, the opinions expressed herein do not necessarily 
reflect the policy or position of the U. S. Department of Education, Office 
of Special Education Programs, and no official endorsement by the Department 
should be inferred Note: There are no copyright restrictions on this document: 
however, please credit the source and support of federal funds when copying 
all or part of this material. This document is also available on the web 
for printing at: http://das.kucrl.org/iam

Instructor Self Assessment

Assessment: Always or Almost Always/ Frequently/ Rarely/ Never

Strategy:

Classroom Time:

I lecture

I provide outline/handouts

I use audio/visual images

I write on the board

I stand in one general place

I move around the room

I ask questions during class

I require individual presentations

I require group presentations

I require manipulation of materials or equipment

I demonstrate (use demonstrations)

I require fieldtrips or other community access outside the classroom

I require small group discussion

I require large group discussion

I expect class interaction

I require students to utilize textbooks

I require students to view visual displays/computer monitors

I use a microphone

Other:

Evaluating:

I test with multiple choice and T/F questions

I test with short answer items

I test with essays

I test with performance checkouts

I test with product evaluation

I limit time for test completion

I require test completion by computer

Other:

Homework:

I require reading

I require writing

I require campus or community access (tech. lab, library, observation, etc.)

I require computer work

Other:

 
Back to top